WASHINGTON (June 28, 2010)  House leaders have introduced bipartisan legislation that would take a significant step forward in reversing the federal government's historic underinvestment in high-potential students.

Representatives Donald Payne (D-NJ-10), Brett Guthrie (R-KY-2), and Jared Polis (D- CO-2)  have introduced the ground-breaking Equity in Excellence Act that would have a profound impact on our nation's ability to identify and serve high-potential students, especially those from disadvantaged backgrounds. The National Association for Gifted Children (NAGC) applauds them for their leadership.

"For too long we have ignored our gifted students from low-income neighborhoods, but leaving them to languish is no longer an option." said Ann Robinson, president of NAGC. "With the Equity in Excellence program, we can ensure that our nation's students are reaching their full potential in the classroom."

The legislation, H.R. 5586, would establish a national program focused on helping high- ability learners from disadvantaged backgrounds attain the same achievement levels as other high-ability students. The program would help reverse the growing achievement gap between students from disadvantaged backgrounds and their more affluent peers. Similar legislation has been introduced in the U.S. Senate.

"Giving all students access to a rigorous, appropriate education allows them to make the most of their abilities. What could be more fundamental to the success of our education system and our values as a nation?" Nancy Green, Executive Director of NAGC said.

"Appropriately serving high-ability learners isn't about disregarding others. It's about ensuring that all students are given the same opportunities to flourish."

For more information on the bill visit www.nagc.org/index2.aspx?id=6060.

Myths, misunderstandings, and misinformation regarding
gifted individuals and students permeate our culture and our schools.While gifted learners are served well
in some classrooms, some schools, and some districts in our state and in our
nation, they still are not acknowledged or supported in others.The reality is that we can only
accomplish sustainable programs and programming, serve learners appropriately,
and achieve our goals if we join together and work as a TEAM!

Developing Student Potential: Responsive Instruction and Guidance

October 18 and 19, 2010 - Monday and Tuesday at the Marriott Denver Tech Center

We have been busy working on
the schedule for this years fall conference.With our theme, Developing Student Potential: Responsive
Instruction & Guidance, we are excited to have many presentations with practical
applications for teachers, parents and administrators.Jann Leppein will be discussing
creating differentiated learning experiences for advanced level students.Dina Brulles will be sharing
information about implementing the school wide Cluster Grouping Model and Terry
Neu will be addressing the important topic of bully proofing your gifted child.
With so many experts and topics that are needed in the classroom right now,
this years conference is not one to miss!

Eighteen outstanding students have submitted the required
essentials including a student composition that details the students
achievement and a letter of recommendation from the students teachers or parents.
Their distinguished achievement can be for excellence
in academics, leadership or the arts. Every one of these children go above and
beyond to an achievement so outstanding that it deserves to be recognized.CAGT would like to recognize all of these
students who applied and thank them for their efforts.The Colorado winner will be announced
in the next issue of the Kaleidoscope. Be sure to check back for the results in
September.

The following students have applied for this years awards:

Brianna Herner

Lily Oram

Jillian Shew

Casandra Vigil

Carlos Molina

Kali Horn

Malia Eppe

Jonathan Flat

Matthew Pao Radzihovsky

Katie Cunningham

Erin Jones

Joel Meyers

Alicia Topolnycky

Jewell Humphrey

Robert Christian de Dios

Joyce Lee

Adam Resnick

Avi Swartz

Originally funded by the Nicholas Green Foundation and NAGC,
this award program is designed to recognize distinguished achievement in
academics, leadership, or the arts, in children grades 3 through 6. One child
per state can be named a Nicholas Green Distinguished Student and that winner
receives a $500 U.S. savings bond and an NAGC Certificate of Excellence.

The Nicholas Green Foundation was established by Maggie and
Reg Green to honor the memory of their seven-year-old son Nicholas who was
killed in a drive-by shooting while visiting Italy in 1994.The Nicholas Green Scholarship Fund has
already awarded scholarships to high-ability high school and college students
to enable them to advance their education. The Greens started the Distinguished
Student Awards because they wanted to recognize young people that are working
hard to make the most of their lives and develop their unique gifts and
talents, and who are now about the age that Nicholas was when he died. The
Nicholas Green Foundation began funding these awards in the 1998  1999 school
year.It is now funded by NAGC and
CAGT.

Keeping
the Lights On for Gifted Learners

-- Julie Gonzales,June, 2010

Bottom of Form

Recently, I had the pleasure and honor to welcome, on behalf of the Colorado
Association for Gifted and Talented, the Colorado Western Academic Talent Search
students along with their families as they celebrated outstanding achievement
as top scorers (SAT, ACT and EXPLORE tests) among their peers.These eager and intellectually
exceptional 3rd through 9th grade youth clearly
recognized the uniqueness of their early accomplishments and valued this
moment in time as a stepping off point for great potential.Mediocrity was not present in the
crowded Bunker Auditorium at the Green Center on the campus of the Colorado
School of Mines.

As I prepared my thoughts for my 10 minutes at the podium, the
possibilities for numerous angles ongifted education in Colorado seemed overwhelming and difficult to pose
prior to the presentation of medals and certificates of honor.What these folks were looking forward
to was not a dry speech on political issues and budget lines.How to catch their attention?

Here is a quick summary of my comments shared in story
style on a most personal note:

I take great pride in briefly introducing you to my father, an alum of
Mines, Class of 1932.In 1931 my
dadjoined a band of his
engineering fraternity brothers (members of the Miness chapter of Blue Key
International Honor Society), as they took on the project of putting lights
on the "M" on Mount Zion. I read my father's description of
stringing the power line from the foot of the mountain up to the
"M" and around its outline of 105 x 107 feet square...using
jackhammers to sink the holes for the small metal posts that were placed in
the cement around the letter. The project involved stringing wire from
post to post and attaching sockets at intervals. "We threw the
switch in the transformer at the foot of the mountain, and voila! The
'M' was completely illuminated and could be seen from Denver on a clear night.
[even to this day in 2010].

What an extraordinary effort this took with hardened tools and
plenty of sweat and determination.The impact of that first lighting of the monument was, of course, a
huge hit and led to fundraising efforts and much civic attention to making
this bright foothills memorial a permanent mark for generations to come.I asked the audience, as they catch
that glowing M some clear night from a distance, to remember my father and
his classmates and their early efforts to seek excellence and keep the
standard high.These students
and their parents already appreciate the difference academic challenge at an
early age can make on their attitudes toward school and rigor and work ethic.They can become the critical voices
to carry this important message to school boards and administrators, local
leaders and the public at large.Advocacy begins in our own backyards.

The analogy has a timely place in our lives as parents,
teachers and certainly advocates for gifted learners across our state and
beyond.How can each of us
affect the future of so many exceptional minds in our midst and bring
attention to their unique learning needs?Must we continue to voice frustration at the lack of time,
attention, professional expertise, learning opportunities, expanded
academically rigorous programming, doors opening rather than doors closed to
institutional and moral support for those whose gifts can serve eloquently
the needs of this world?

Lets begin with our own stories.Lets bring them to the surface and share what can happen
when we turn our backs to nurturing great young minds.It is not about complaining.It is about describing objectively
the impact, positive or negative, that occurs when gifted children are
engaged and challenged or denied and delayed in the necessary opportunities
to grow academically and develop potential exponentially.

LETS KEEP THE LIGHTS ON SHARE YOUR STORY WITH CAGT AND HELP
US BUILD OUR MAP OF POSSIBILITIES AND CONNECTIONS STRINGING THE LIGHTS TO
BRIGHTER DAYS AND CELEBRATIONS OF GREAT MINDS IN THE MAKING.

The ABC's- Part 2

By Jerry Flack

The limits of my language stands for
the limits of my world.

Ludwig Wittgenstein

The most recent
Gifted Child Bookshelf in the Kaleidoscope (Spring, 2010) emphasized the vital
importance of developing student learning through word power. Talented children
and youths who want to greatly expand the limits of the worlds should become
abecedarians, a word that describes anyone  child or adult  who studies or
works with the alphabet.

Inspiring gifted
students to become abecedarians is a vital first step in developing their
talents. Words! Words! Words! Superb alphabet books are packed with new words
and ideas for young gifted students to learn and use; they are also among the
most imaginatively illustrated picture books to be found anywhere today.

The first
installment of this double-issue column tribute to the value of ABC books
featured the alphabet (and counting) books of Brad Herzog, plus an exclusive
interview with the award-winning author.

This edition of
Gifted Child Bookshelf further examines many exceptional alphabet books and
cites a Hall of Fame of great ABC volumes. In keeping with the current Kaleidoscope theme of fostering independence among
gifted students, this manuscript culminates with ABC-oriented activities to
challenge and tantalize advanced learners of all ages.

With the reduction of funding
within our states classrooms, you are probably looking for as many free (or
nearly free) supports as you can find. Below you will find some of the better
options that I have discovered. Happy hunting everyone!

Every child has a right to learn something new everyday. Gifted children thrive in learning environments that present challenge and wonder throughout school lessons and activities. Welcome to Colorado's gifted community, where educators, families and community advocates partner for support, instruction, and information in the education of gifted children. This partnership motivates the implementation of school and district goals that provide appropriate educational opportunities for gifted student. The shared responsibility of implementing these goals fosters development of gifted exceptional potential over time.

As a statewide advocacy group, we are focused on improving the lives and opportunities of gifted students. This is accomplished in four main areas:

1) helping people understand the characteristics of gifted students,

2) training teachers in different strategies to create dynamic classrooms that challenge and engage gifted students,

3) providing families with information on how to advocate for the unique needs (both academic and affective) of their gifted students, and

4) supporting statewide and national laws and policies that assure gifted and talented students access to appropriate academic and social-emotional programs.

JOIN us as we strive to improve the educational opportunities for the gifted and talented children of Colorado!

Gifted is a social construct that describes a child/student with exceptional potential given culture, language, and traits of exceptionality. Getting to know the student, his/her interests and family priorities are essential to understand a student’s area of strength and gifted capabilities.

Two common definitions addressed by Colorado educators and parents are from the Colorado Department of Education (CDE) and the National Association of Gifted Children (NAGC). The CDE definition drives state and local policy to implement gifted education program plans.

Giftedness can best be understood by looking at a list of “common” gifted characteristics. But please keep in mind, these characteristics might present in very different ways in different people.

A dynamic expression of “gifted” is often expressed by the term “asynchronous” development in which advanced cognitive abilities and heightened intensity combine to create experiences that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order to develop optimally." The Columbus Group (1991)

There are 68,663 identified gifted students in Colorado as of the 2014-2015 school year. That equates to 7.7% of the total student enrollment. All 58 Administrative Units report they have procedures in place to identify gifted students. The 2014-2015 gifted education categorical line item in the state education budget was $10,010,269. Any additional money for gifted education would be budgeted from individual school districts.

Terms that gifted families should be aware of in public schools throughout Colorado: Exceptional Children’s Education Act, Early Access, Concurrent Enrollment, RtI (Response to Intervention), 2e (Twice-Exceptional), ALP (Advanced Learning Plan), and ICAP (Individual Career and Academic Plan).

Listed below are the state definitions for Colorado. While the state definitions include age requirements, it is important to remember that these ages are defined only for the purpose of receiving services.

The state definition in the Colorado Exceptional Children’s Education Act CRS 22-20-202 (6)… "Gifted child" means a person from four to twenty-one years of age whose abilities, talents, and potential for accomplishments are so outstanding that he or she requires special provisions to meet his or her educational needs.

The state rules for Exceptional Children’s Education Act (1CCR 301-8, Section 12) expand the definition to…. “Gifted and Talented Children” means those persons between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Gifted and talented children are hereafter referred to as gifted students. Children under five who are gifted may also be provided with early childhood special educational services. Gifted students include gifted students with disabilities (i.e. twice exceptional) and students with exceptional abilities or potential from all socio-economic and ethnic, cultural populations.

Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness:

1) General or Specific Intellectual Ability,

2) Specific Academic Aptitude,

3) Creative or Productive Thinking,

4) Leadership Abilities, and

5) Visual Arts, Performing Arts, Musical or Psychomotor Abilities.

Search ...

Facebook

Facebook (CAGT Latino)

Contact Us

Phone: 303-520-4887

M-F 10:00 - 3:00

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.